Teaching & Learning with Artificial Intelligence and Information and Communications Technologies - EDU00135M

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  • Department: Education
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2025-26

Module summary

It has long been recognised that teachers can raise educational attainment and increase inclusion by harnessing Information and Communications Technologies (ICT) to support learning and teaching. Taking a pedagogy-first approach, this module explores how the affordances of digital technologies might be harnessed to create the conditions and engage learners in the processes known to promote learning.

The module will consist of tutor-facilitated sessions, involving discussions, demonstrations of technologies, group work and practical tasks. Every session will have a strong pedagogical component, emphasising the practical applicability of the content discussed. Students will be expected to participate actively, sharing their everyday experience of using technology. To provide students first-hand experience in using the technologies discussed on the module, students will also be encouraged to discuss the topics related to the module through discussion boards, blogs, and/or wikis.

Module will run

Occurrence Teaching period
A Semester 1 2025-26

Module aims

  • To develop an understanding of theories of learning & development relevant to the deployment of AI and ICT to support learning and teaching

  • To develop an awareness of the range of Artificial Intelligence (AI) and Information and Communications Technologies (ICTs) that can be employed to support learning and teching

  • To explore how the affordanceces of AI and ICT might be deployed to create the conditions and engage learners in the processes known to promote learning

  • To practise evaluating, adapting and designing technology-enhanced teaching materials

Module learning outcomes

Students who complete the course successfully should be able to:

  • Critically evaluate technology-enhanced learning and teaching programmes

  • Establish appropriate methods for teaching a specific group of learners using AI and ICT

  • Be aware of varying needs of different types of learner and understand how respond to these through the use of technology

  • Engage with recent research on educational technology

Academic and graduate skills:

  • Formulate arguments and contribute to discussion

  • Engage critically with published research and with practical learning problems

  • Take part in group work and problem-solving activities and team work

  • Demonstrate effective planning and time management

  • Word-process, use the VLE, and a range of other technologies

  • Online communication and collaboration

Module content

Indicative course content:

  • Educational technology and the learning sciences
    • An introduction to the learning sciences, Artificial Intelligence (AI) and Information and Communications Technology (ICT)
  • Learning theory and educational technology
    • Teacher knowledge for technology use; core theories of learning, i.e. behaviourist, cognitivist, constructivist, and social-cultural learning; affordances of familiar technologies
  • Pedagogies for online learning and teaching
    • Intelligent tutors; multimedia learning and interactive whiteboards; collaborative learning through online discussion, blog and wikis; inquiry based learning and mobile technologies; communities of practice and social media.
  • Motivation and game-based learning
    • Motivation theory; play and games; serious games.
  • Evaluating educational technology
    • Checklists, third party evaluations and design-based research.
  • Assessing with technology
    • Assessment theory (reliability, validity and authenticity); computer-based testing; adaptive testing, learning analytics)
  • Student presentations
    • An opportunity to share ideas for lessons integrating educational technology.

Indicative assessment

Task % of module mark
Essay/coursework 100

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting, if necessary. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Apart from the bibliographies recommended for each session, you may find the following titles useful:

  • Duval et al. (Eds.). (2017). Technology-enhanced learning: Research themes. Springer.
  • Harasim, L. (2012). Learning theory and online technologies. Routledge.
  • Plass, J. L. et al. (Eds.). (2020). Handbook of game-based learning. MIT Press.
  • Sawyer, R. K. (Ed.). (2014). The Cambridge handbook of the learning sciences. Cambridge University Press.